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003			OSt
005			20210716120549.0
008			080417s2009 mau b 001 0 eng
010			_a 2008017223
020			_a9780205592579 (casebound)
020			_a0205592570 (casebound)
040			_aBUL _cBUL _dBUL _beng _erda
082	0	0	_a375.0010973 _222 _bORN
100	1		_aOrnstein, Allan C.
245	1	0	_aCurriculum : _bfoundations, principles, and issues / _cAllan C. Ornstein, Francis P. Hunkins.
250			_a5th edition
260			_aBoston : _bPearson, _c2009.
300			_axv, 344 p. ; _c26 cm.
500			_aContents Chapter 1 The Field of Curriculum Curriculum Approaches Behavioral Approach Managerial Approach Systems Approach Academic Approach Humanistic Approach Reconceptualist Approach Definition of Curriculum The Challenges of Definition Background Issues for Defining the Field Fundamental Questions Foundations of Curriculum Curriculum Domains Curriculum Development Curriculum Design Other Curriculum Domains The Planned and Unplanned Curriculum Theory and Practice From Theory to Practice Curriculum Certification The Roles of the Curriculum Worker Curriculum Worker¿s Responsibilities The Student¿s Role The Teacher and the Curriculum The Principal and the Curriculum Conclusion Part I Foundations of Curriculum Chapter 2 Philosophical Foundations of Curriculum Philosophy and Curriculum Philosophy and the Curriculum Worker Philosophy as a Curriculum Source Major Philosophies Idealism Realism Pragmatism Existentialism Educational Philosophies Perennialism Essentialism Progressivism Reconstructionism Conclusion Chapter 3 Historical Foundations of Curriculum The Colonial Period: Three Colonial Regions Colonial Schools Old Textbooks, Old Readers The National Period: Rush: Science, Progress, and Free Education Jefferson: Education for Citizenship Webster: Schoolmaster and Cultural Nationalism McGuffey: The Readers and American Virtues Nineteenth-Century European Educators Pestalozzi: General and Special Methods Froebel: The Kindergarten Movement Herbart: Moral and Intellectual Development Spencer: Utilitarian and Scientific Education The Rise of Universal Education: Monitorial Schools Common Schools Secondary Schools Academies High Schools The Transitional Period: Reaffirming the Traditional Curriculum: Three Committees Harris and Eliot: Two Conservative Reformers Pressure for a Modern Curriculum The Field of Curriculum Is Born: Bobbitt and Charters: Behaviorism and Scientific Principles Kilpatrick: The Progressive Influence The Twenty-Sixth Yearbook Rugg and Caswell: The Development Period Tyler: Basic Principles Goodlad: School Reform Current Focus Conclusion Chapter 4 Psychological Foundations of Curriculum Behaviorism Connectionism Thorndike¿s Influence: Tyler, Taba, and Bruner Classical Conditioning Operant Conditioning Acquiring New Operants Cognitive Psychology Cognitive Perspective The Montessori Method Jean Piaget¿s Theories Piaget¿s Influence: Tyler, Taba, Bruner, and Kohlberg Lev Vygotsky¿s Theories Focus on Thinking and Learning Emotional Intelligence Constructivism Brain Research and Learning Problem Solving and Creative Thinking Cognition and Curriculum Phenomenology and Humanistic Psychology Gestalt Theory Maslow: Self-Actualizing Persons Rogers: Nondirective and Therapeutic Learning Phenomenology and Curriculum Conclusion Chapter 5 Social Foundations of Curriculum Society, Education, and Schooling Society and Modal Personality Social and Developmental Theories Postmodern Family New Family Types New Mores, New Customs Sex Roles and Sex Differences Moral Education Moral Conduct and Controversy Moral Teaching Moral Character Do Schools Make a Difference The Coleman Report The Jencks Study Unaccounted-for Factors The International Educational Achievement Studies Learning and Earning: The 1980s and 1990s Attitude, Achievement, and Family Capital NAEP/State Standards Race and Class Another Option Part II. Principles of Curriculum Chapter 6 Curriculum Design Connecting Conceptions Components of Design Sources of Curriculum Design Conceptual Framework: Horizontal and Vertical Organization Design Dimension Considerations Scope Sequence Continuity Integration Articulation Balance Representative Curriculum Designs Subject-Centered Designs Learner-Centered Designs Problem-Centered Designs Conclusion Chapter 7 Curriculum Development Technical-Scientific Approach The Models of Bobbitt and Charters The Tyler Model: Four Basic Principles The Taba Model: Grassroots Rationale The Backward-Design Model The Task-Analysis Model Nontechnical-Nonscientific Approach The Approach in General The Deliberation Model Enacting Curriculum Development Establishing Curriculum Teams Generating Aims, Goals, and Objectives Selecting Curriculum Content Selecting Curriculum Experiences Selecting Educational Environments The Final Synthesis Participants in Curriculum Development Teachers Students Principals Curriculum Specialists Assistant (Associate) Superintendents Superintendents Boards of Education Lay Citizens The Federal Government State Agencies Regional Organizations Other Participants Conclusion Chapter 8 Curriculum Implementation The Nature of Implementation Incrementalism Communication Support Implementation as a Change Process Types of Change Barriers to Change Stages of Change Curriculum Implementation Models Overcoming-Resistance-to-Change Model Organizational-Development Model Concerns-Based Adoption Model Systems Model Educational Change Model Key Players Students Teachers Supervisors Principals Curriculum Directors Curriculum Consultants Parents and Community Members Conclusion Chapter 9 Curriculum Evaluation The Nature and Purpose of Evaluation Evaluation Questions Definitions of Evaluation Measurement versus Evaluation Approaches to Evaluation Scientific versus Humanistic Approach Utilitarian versus Intuitionist Approach Intrinsic versus Pay-Off Approach Formative versus Summative Approach Evaluation Models Scientific Models Humanistic Models Action-Research Model Evaluation Steps Testing High-Stakes Tests Norm-Referenced Tests Criterion-Referenced Tests Subjective Tests Alternative Assessment Human Issues of Evaluation Key Players in Evaluation Students Teachers Evaluators Consultants Parents and Community Members Conclusion Part III Chapter 10 Curriculum Issues and Trends Reinventing Education Education as Business Education as Entertainment Reform versus Reinvention Reinventing School Culture Privatization A World-Cultures Curriculum The Politics and Sociology of Education The Narrow, Bland Curriculum Multicultural Education Pedagogy as Political Process Moral Education Standards and Testing Technology, Media, and Curriculum Conclusion
504			_aIncludes bibliographical references and indexes.
650		0	_aCurriculum planning _zUnited States.
650		0	_aCurriculum evaluation _zUnited States.
700	1		_aHunkins, Francis P.
856	4	1	_3Table of contents only _uhttp://www.loc.gov/catdir/toc/ecip0816/2008017223.html
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cBO _e5th edition _h375.90010973 _i1 _kORN _m375.90010973 ORN